본문 바로가기
KERD
논문KCI 등재

초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교

A Comparison of Grit, Failure Tolerance and Psychological Well-Being between Elementary Science-Gifted and the General Students

최선영|윤상천
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2017.11|초등과학교육 (Journal of Korean Elementary Science Education)|제36권 제4호|pp. 439-446|DOI http://dx.doi.org/10.15267/keses.2017.36.4.439

1

조회

0

다운로드

50

인용

0

참고문헌

키워드

psychological well-beingGritscience gifted studentfailure tolerance
주제분류교육학

초록

The purpose of this study was to compare Grit, failure tolerance and psychological well-being between elementary science gifted and general students. The subjects of this study were 48 science gifted students and 70 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, Grit, failure tolerance and psychological well-being of science gifted students were higher than those of the general students, there was a statistically significant difference. Second, science gifted students showed higher correlation between grit and failure tolerance, grit and psychological well-being than general students. Grit of science gifted students had a positive correlation with all sub-factors of academic failure tolerance and psychological well-being. In general students, there was a positive correlation with all sub-factors of Grit, academic failure tolerance, and psychological well-being except for the emotion sub-factor of academic failure tolerance. Thirdly, as a result of the regression analysis on the elements of failure tolerance affecting the Grit, science gifted students showed emotional factor but general students had behavioral factors. Also, as a sub-factor of psychological well-being on Grit, both science gifted and general students showed autonomy.

Abstract

The purpose of this study was to compare Grit, failure tolerance and psychological well-being between elementary science gifted and general students. The subjects of this study were 48 science gifted students and 70 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, Grit, failure tolerance and psychological well-being of science gifted students were higher than those of the general students, there was a statistically significant difference. Second, science gifted students showed higher correlation between grit and failure tolerance, grit and psychological well-being than general students. Grit of science gifted students had a positive correlation with all sub-factors of academic failure tolerance and psychological well-being. In general students, there was a positive correlation with all sub-factors of Grit, academic failure tolerance, and psychological well-being except for the emotion sub-factor of academic failure tolerance. Thirdly, as a result of the regression analysis on the elements of failure tolerance affecting the Grit, science gifted students showed emotional factor but general students had behavioral factors. Also, as a sub-factor of psychological well-being on Grit, both science gifted and general students showed autonomy.

참고문헌 (30)

  1. Aschbacher, P. R., "Boosting student interest in science", The Phi Delta Kappan, 95(2), pp.47~51 (2013)
  2. 신민, "영재와 평재 고등학생들의 성공에 대한 인식, Grit, 열망 및 성취목적 비교", 영재교육연구, 25(4), pp.607~628 (2015), 한국영재학회
  3. 배진호, "Clark의 통합교육모형(IEM)을 적용한 과학 수업이 초등과학영재반의 학업 성취도와 과학적 태도에 미치는 영향", 초등과학교육, 30(4), pp.490~503 (2011), 한국초등과학교육학회
  4. Baram-Tsabari, A., "Identifying metaclusters of students’ interest in science and their change with age", Journal of Research in Science Teaching, 46(9), pp.999~1022 (2009)
  5. Chae, D., "Differences of the class context of Korea science academy and that of summer GERI program in USA", Journal of the Society for the International Gifted in Science, 1(1), pp.11~20 (2007)
  6. Charness, N., "The role of deliberate practice in chess expertise", Applied Cognitive Psychology, 19, pp.151~165 (2005)
  7. Clifford, M. M., "Thoughts on a theory of constructive failure", Educational Psychologist, 19(2), pp.108~120 (1984)
  8. Duckworth, A. L., "Grit : Perseverance and passion for longterm goals", Journal of Personality and Social Psychology, 92(6), pp.1087~1101 (2007)
  9. Ericsson, K. A., "The role of deliberate practice in the acquisition of expert performance", Psychological Review, 100(3), pp.363~406 (1993)
  10. Ha, J., "A study on the stress, perfectionism, optimism and academic achievement of the scientifically gifted", Journal of Gifted, 2004, pp.14(1), 47~64
  11. Jeong, Helen S., "Inliers" (2011), Random House Korea
  12. Kim, A., "Goal source, goal difficulty, and individual difference variances as predictors of response to failure", British Journal of educational Psychology, 58, pp.28~43 (1988)
  13. 김아영, "학습된 무기력, 실패내성과 학업성취간의 관계", 교육과학연구, 29(1), pp.157~176 (1999), 교육과학연구소
  14. Kim, A., "A study on the academic failure-tolerance and its correlates", Journal of Educational Psychology, 11(2), pp.1~19 (1997)
  15. 김은희, "초등학생의 주요타인 기대지각, 정서조절, 실패내성 및 학습몰입 간의 구조적 관계", 한국교육문제연구, 33(1), pp.39~56 (2015), 한국교육문제연구소
  16. Kim, H., "Effects of family background, social capital and cultural capital on the children’s academic performance", Korea Journal of Population Studies, 30(1), pp.125~148 (2007)
  17. 김경식, "과학교과 흥미도의 종단적 변화와 그 영향요인", 과학교육연구지, 33(1), pp.100~110 (2009), 과학교육연구소
  18. Kim, M., "Analyses on the construct of psychological well-being of Korean male and female adults", The Korean Journal of Social and Personality Psychology, 15(2), pp.19~39 (2001)
  19. Krajcik, J., "Teaching science in elementary and middle school classrooms:Project-based approach" (2003), McGraw-Hill
  20. Latham, G. P., "Work motivation theory and research at the dawn of the twenty-first century", Annual Review of Psychology, 56, pp.485~516 (2005)
  21. 이경란, "초등과학영재와 일반학생의 과학적 태도와 자아탄력성 및 심리적 안녕감의 관계", 한국초등교육, 24(4), pp.243~257 (2013), 초등교육연구원
  22. 이수란, "무엇이 뛰어난 학업성취를 예측하는가? -신중하게 계획된 연습과 투지(Grit)", 한국심리학회지:학교, 10(3), pp.349~366 (2013), 한국심리학회산하학교심리학회
  23. 문은식, "고등학생의 심리적 안녕에 관련되는 사회·동기적 변인들의 구조적 분석", 교육심리연구, 22(1), pp.1~15 (2008), 한국교육심리학회
  24. 문공주, "고등학생의 투지, 흥미, 과제집착력, 자기조절능력 및 과학학업성취의 관계 분석", 한국과학교육학회지, 36(3), pp.445~455 (2016), 한국과학교육학회[DOI]
  25. 정민수, "프로젝트 학습이 영재의 창의성 향상에 미치는 효과", 영재와 영재교육, 12(2), pp.69~91 (2013), 한국영재교육학회
  26. Renzulli, J. S., "The enrichment triad model: A guide for developing defensible programs for the gifted and talented" (1977), Creative Learning Press
  27. Ryff, C. D., "The structure of psychological well-being revisited", Journal of Personality and Social Psychology, 69(4), pp.719~727 (1995)
  28. Shin, Y., "Studies on the relationships among academic self-regulation, failure tolerance, and self-esteem in the middle school gifted and non-gifted students", Journal of Educational Studies, 35(3), pp.65~79 (2005)
  29. Walberg, H. J., "The nature of creativity: Contemporary psychological perspectives", pp.340~361 (1988), Cambridge University Press
  30. Ziegler, A., "International handbook of giftedness and talent" (2000), Pergamon

관련 논문AI추천

그릿이 회복탄력성에 미치는 영향: 초등 과학영재와 일반학생의 다집단 분석김남훈, 여상인한국초등과학교육학회 · 초등과학교육2024 · 제43권 제3호초등 과학영재의 그릿이 회복탄력성과 창의적 문제해결력에 미치는 효과여상인한국과학영재교육학회 · 과학영재교육2023 · 제15권 제3호중학교 영재학생과 일반학생의 학업적 자기효능감, 완벽주의와 그릿(Grit)의 비교 및 관계 분석양재민, 유미현한국영재학회 · 영재교육연구2022 · 제32권 제2호영재교육기관별 초등과학영재와 일반학생의 회복탄력성 및 과제집착력 비교성승민, 여상인, 이경미, 장낙한과학교육연구소 · 과학교육연구지2015 · 제39권 제3호초등 과학영재와 일반학생의 성취동기와 과제집착력 비교유주미, 최선영한국생물교육학회 · 생물교육2018 · 제46권 제3호초등과학영재와 일반학생의 과학적 태도와 자아탄력성 및 심리적 안녕감의 관계박종호, 이경란초등교육연구원 · 한국초등교육2013 · 제24권 제4호

이 간행물의 다른 논문 (11건)

이동형 시선추적기를 활용한 초등교사의 과학 수업 분석김장환, 신원섭, 신동훈pp. 303-315창의적 체험활동과 연계한 초등학교 지속가능발전교육 프로그램의 개발과 적용오현주, 박재근pp. 316-330초등과학 학습내용과 관련된 학생의 사전질문 분석강헌태, 노석구pp. 331-345과학과 핵심역량 요소를 기반으로 한 초등학교 과학 글쓰기 수업의 효과박재근, 김은혜pp. 346-355초등 6학년 과학 교과서의 요구 인지 수준과 학생의 심리적 난이도 비교 분석정은영, 장명덕pp. 356-366
원문 보기